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This paper aims to review the literature on the utility of employing the construct of cognitive style in understanding behaviour in web‐based learning environments.

The paper initially examines whether the web architecture may be matched to an individual's cognitive style in order to facilitate learning, before progressing to assess whether different architectures influence a web users' internal representations of web‐based learning systems, as measured by concept map drawings. Other issues explored are users' web navigation and users' sense of learning community when receiving instruction via web‐based learning environments.

The studies reviewed indicate that cognitive style is a pertinent factor for consideration when assessing the success with which users engage with web‐based learning systems.

Some of the studies reviewed here are small‐scale and caution is urged in generalising the findings.

In terms of the practical implications, however, it is suggested that web‐based systems should be designed with consideration to individual differences in user characteristics, as this is related to the success with which users learn, navigate and interact socially in an online environment. However, it is concluded that more research is required in order to produce general rules relating cognitive style to the use of web‐based learning systems.

The findings from the numerous studies on the implications of considering the function of individual differences in using web‐based learning are notable and useful in the context of web‐based instruction.

This paper seeks to identify the changes in cognition associated with becoming information‐literate, specifically, in relation to the evaluation of information. Additionally, it puts forward a model for a teaching and learning intervention that engages the learner and leads to higher order information literacy (IL) thinking. From a theoretical perspective the research integrates ideas from the fields of IL, teaching and learning, e‐learning and information behaviour (IB).

Three interventions were designed to develop the information literacies of first‐year undergraduates studying Sport and Exercise at Staffordshire University, to teach and test IL. Interventions took a blended approach and combined face‐to‐face and online social network learning (OSNL) – also referred to as social media learning (SML) – and focused on one aspect of information literacy: the ability to evaluate source material. Data were captured via interviews, focus groups and from the online discussion that was analysed thematically and categorised using task, behaviour, cognitive states, affective states, cognitive states and knowledge. This helped to evaluate the efficacy of the interventions and provided data for further analysis. This paper focuses on the cognitive data and their transitions during the interventions and, in particular, among those respondents who experienced OSNL.

The changing cognitive states, associated with IL learning were modelled and made evident key cognitive states and transitions. This is represented in the paper in diagrammatic and mathematical notation. The findings indicate the complexity of the information behaviours associated with IL including the cognitive, behavioural, cognitive and affective elements. Although the cognitive transitions are the focus of this paper, an insight is also given into an IL intervention that fosters the capability to interact critically and reflectively with information. The pedagogy that underpins these changes is indicated. The intervention, which incorporated OSNL, proved the most successful.

Undergraduate students' IB can be changed and IL developed. Additional long‐term data would have indicated whether this intervention had a lasting impact on the undergraduates.

IL practitioners should consider incorporating OSNL and assessment in their interventions. Incorporating discussion, reflection and peer‐to‐peer assessment is likely to lead to deeper learning when teaching IL.

The research adds detail to the understanding of the cognitive, behavioural, affective and cognitive states associated with IL and makes explicit how these may change, as the learner becomes information‐literate.

This study aims to look at the relationship between extraneous cognitive load and germane cognitive load and how the use of cognitive learning strategies might moderate the relationship.

This present study used survey data (n = 440) from randomly selected students taking large online classes in South Korea.

This research found a negative relationship between extraneous and germane loads. Furthermore, this study found that the use of cognitive strategies moderates this relationship. This shows that the use of cognitive strategies can help overcome unclear instruction and help to produce higher levels of student learning.

Within online learning environments, the degree to which nonessential information contributes to cognitive overload among learners becomes an important area of investigation, along with the ways in which learning strategies can mitigate some of this overload.

This paper seeks to add to the research on the role of cognitive and affective trust in promoting knowledge sharing between executives and consequently establishing an organizational learning environment.

This paper examines the influence of one conceptualization of trust, one that has two sub‐constructs – affective (emotional) trust and cognitive (rational) trust – on knowledge sharing among 157 marketing and sales executives.

The results indicate that affective trust is more important than cognitive trust in sharing interpersonal knowledge, but cognitive trust is more important in creating an organizational learning environment.

The scope of this study was limited to the marketing and sales functions in business to consumer companies. Knowledge sharing is an acute issue in this industry and the results may not be completely applicable to less competitive industries or business functions. Therefore, researchers are encouraged to test the proposed propositions further in other industries and business functions.

The results indicate that organizations should focus on organizational processes which promote both affective and cognitive trust. Such processes include job rotation to improve cognitive understanding and employee screening for affective trust traits.

To date, much of the planned organizational learning efforts have been focused on outside interventions (i.e. training seminars, meetings, etc.) that have value but are limited in their ability to generate sustained levels of trust. To increase knowledge sharing and consequent organizational learning benefits, results of this study indicate that organizations should encourage cognitive and affective trust building endeavours.

The purpose of this study is to investigate the effectiveness of diagrammatic visualisation techniques versus sentential learning contexts in an accounting subject using the theoretical lens of cognitive load theory (CLT).

The present study used four groups of students; two groups completed a task using diagrammatic visualisation learning materials, with one of the groups undertaking their leaning activities collaboratively and another on an individual basis, whereas two comparison groups were given a sentential learning context without diagrams, with one group undertaking their leaning activities collaboratively and the other individually. In addition to performance grades, cognitive load self-report scores were also elicited from participants.

The findings of this study indicate support for diagrammatic visualisation techniques for students working collaboratively. Compared with sentential learners, the authors find significantly improved test performance for students who work collaboratively in a diagrammatic visualisation environment. Students in the visualisation environments obtained higher grades than those in the sentential group. In terms of mental effort, students in the visualisation conditions reported the lowest cognitive load.

The authors conclude that diagrammatic visualisation learning techniques enhance student performance outcomes, particularly for those who work collaboratively. CLT assists in the understanding of the mental processes involved in learning. Instructional designers need to consider CLT when developing diagrammatic visualisation material to enable students to obtain the best possible learning outcomes.

This study addresses a gap in the literature by examining the use of diagrammatic visualisation materials as an alternative to text when learning accounting. The study explores the effect of visualisation material on students’ cognitive load by analysing their mental effort. The study contributes useful findings on visualisation as a conduit to enhancing the understanding of accounting using CLT principles.

This paper aims to link recent findings in cognitive neuroscience to better understand how andragogically informed instructional practices impact cognition and learning.

The research questions guiding the study is in what ways can the recent findings in cognitive neuroscience help to inform adult education theory, including andragogy in particular, to deepen our understanding of how andragogical instructional principles and practices can improve learning? We adopted Torraco’s (2005) integrative literature review approach of providing enough details regarding the selection of the literature and the identification and verification of emerged themes of main ideas.

The core assumptions of andragogy (self-direction, prior experience, readiness to learn and immediacy of application) have a connection to the neural networks related to memory and cognition.

First, this study provides fundamental foundations for combining cognitive neuroscience and adult learning to illuminate how cognitive neuroscience contributes physiologically to adult learning. Second, the findings in cognitive neuroscience related to the four assumptions for andragogy help to provide scientific explanations and interpretations for adult learning theories influencing human resource development (HRD), such as self-directed learning, experiential learning and role theory.

First, HRD practitioners could use the integrative approach between andragogy and the cognitive neuroscience to reduce the issues of learning activities in generation differences. In addition, cognitive neuroscience research may contribute to improving teaching and instructional techniques.

The contributions of this study is that it provides an integrative review about why and how anagogical principles work through the lens of cognitive neuroscience. Based on the findings, we suggested a model of adaptive cognitive neuroscience-adult learning structures.

Storytelling is a method for training essential life issues as storytelling can assist learners to consider the story not just as a source of entertainment but as a practical lesson. In fact, teachers can encourage even the most unwilling students by engaging the students in storytelling while maintaining students' attention through narration using sounds and gestures. The present study aims to examine the effect of the university instructor’s narrative on English as a Foreign Language (EFL) student’s sustained attention, emotional involvement and cognitive learning.

To do so, the study adopted a quasi-experimental research design with the aim of focusing on the students’ performance within two different virtual classes. University students’ sustained attention, emotional involvement and cognitive learning were assessed in control and experimental groups before and after the treatment. To measure students’ sustained attention, Wei et al.’s (2012) scale, which comprises six items, was used. Besides, emotional involvement was assessed through Golestani’s (2017) engagement questionnaire. To check students’ cognitive learning, the scale designed by Richmond et al. (1987) was utilized. The summaries and conclusions in the experimental class were ingrained in instructors’ pedagogical repertoires, as the repertoires offer students an alternative way to understand course material beyond a straight lecture. Students in the experimental group were also asked to ponder over the materials presented to the students each session, and the students were supposed to present a one to two-paragraph note on the possible implications of the materials instructed at each session.

The results of independent samples t-test indicated that there was a statistically significant difference between the two groups regarding the degree of their sustained attention, emotional involvement and cognitive learning. The findings of the present study can raise instructors’ awareness toward the application of narratives in their instructional methodologies, as well as putting forth significant strategies to enhance students’ sustained attention, emotional involvement and cognitive learning through narratives.

The theoretical framework of the study derives from Kromka and Goodboys (2018) conceptualization of instructor narrative (IN), defined as the explicit presentation of the lessons conclusion at the end of each session. Previous studies on narrative have primarily focused on learners’ narrative as an educational tool. Later studies on teacher narratives conceive this as the teachers’ personal anecdotes and story-like accounts of others’ experiences; nonetheless, the position which is taken in this study is more academically laden and is based on the information instructed in each session.

The purpose of this paper is to develop a conceptual model that uses dialectical inquiry (DI) to create cognitive conflict in strategic decision‐makers for the purpose of improving strategic decisions. Activation of the dialectical learning process using DI requires strategic decision‐makers to integrate conflicting information causing cognitive conflict. Cognitive conflict is the catalyst that stimulates the creation of new knowledge in strategic decision‐makers resulting in improved organizational performance.

A conceptual model is developed that explicitly links DI to the dialectical learning process of strategic decision‐makers. This model extends previous research on DI by identifying cognitive conflict as the critical component that links DI as a learning method to the process of dialectical learning in strategic decision‐making.

The major finding of the model of dialectical learning is that the model is an important resource that can be applied to create cognitive conflict in strategic decision‐makers for the purpose of expanding the strategic options of organizations.

Empirical research on DI that focuses on the role of cognitive conflict in the dialectical learning process is lacking. It is hoped that this conceptual paper will stimulate further interest on the topic and a greater appreciation of this method of learning. Strategic decision‐makers must consider alternative ways of generating new knowledge that is crucial for organizational performance.

It is important that the benefits of creating cognitive conflict in the dialectical learning process are understood by strategic decision‐makers. Training for participants in a DI learning intervention is essential to help minimize any dysfunctional behaviors that could result from affective conflict.

This conceptual model identifies the importance of cognitive conflict in the dialectical learning process of strategic decision‐makers and the critical role of cognitive conflict rather than affective conflict in the use of this learning method.

The study is an attempt to provide empirical elaboration, in the context of business and management education, for the “onion” and cognitive control models of cognitive style. Using a sample of 226 business and management undergraduates the research explored the relationship between cognitive style (measured using the cognitive style index and learning preference. Using principal components analysis, three categories of learning preference were discerned (active, reflective and individual). Correlational analysis and one way analysis of variance revealed statistically significant relationships between preferences for reflective and individual methods and cognitive style. The results provide some support for the “onion” and cognitive control models; the implications for business and management education, training and development are discussed.

This paper aims to investigate the interactive relationship between learning styles and cognitive biases as two essential factors affecting information processing in online purchases.

This research is applied in nature but extends the knowledge in the area of consumer behavior. By using the correlational research method, the present study uncovers the relationship between various sorts of decision biases and learning styles among online buyers.

According to the results, the most affected learning style among all is reflective observation. Several biases influence people with this learning style, namely, risky framing, attribute framing and aggregated/segregated framing. In the case of active experimentation, online customers can undo its effect. Therefore, online sellers should be aware of their target customers with such a learning style. In addition, online purchasers with the reflective observation learning style are more prone to aggregation and segregation of sales information.

The findings enhance the understanding of consumer buying behavior and the extent to which learning styles impact cognitive biases and framing effects in online shopping.